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Professor Docente I
INGLÊS
Data: 29/03/2015
Duração: 3 horas
Leia atentamente as instruções abaixo.
01- Você recebeu do fiscal o seguinte material:
a) Este Caderno, com 50 (cinquenta) questões da Prova Objetiva, sem repetição ou falha, conforme distribuição abaixo:
b) Um Cartão de Respostas destinado às respostas das questões objetivas formuladas nas provas.
02- Verifique se este material está em ordem e se o seu nome e número de inscrição conferem com os que aparecem no Cartão de
Respostas. Caso contrário, notifique imediatamente o fiscal.
03- Após a conferência, o candidato deverá assinar no espaço próprio do Cartão de Respostas, com caneta esferográfica de tinta
na cor azul ou preta.
04- No Cartão de Respostas, a marcação da alternativa correta deve ser feita cobrindo a letra e preenchendo todo o espaço interno
do quadrado, com caneta esferográfica de tinta na cor azul ou preta, de forma contínua e densa.
Exemplo: A B C D E
05- Para cada uma das questões objetivas, são apresentadas 5 (cinco) alternativas classificadas com as letras (A, B, C, D e E), mas
só uma responde adequadamente à questão proposta. Você só deve assinalar uma alternativa. A marcação em mais de uma
alternativa anula a questão, mesmo que uma das respostas esteja correta.
06- Será eliminado do Concurso Público o candidato que:
a) Utilizar ou consultar cadernos, livros, notas de estudo, calculadoras, telefones celulares, pagers, walkmans, réguas, esquadros,
transferidores, compassos, MP3, Ipod, Ipad e quaisquer outros recursos analógicos.
b) Ausentar-se da sala, a qualquer tempo, portando o Cartão de Respostas.
Observações: Por motivo de segurança, o candidato só poderá retirar-se da sala após 1 (uma) hora a partir do início da prova.
O candidato que optar por se retirar sem levar seu Caderno de Questões não poderá copiar sua marcação de
respostas, em qualquer hipótese ou meio. O descumprimento dessa determinação será registrado em ata,
acarretando a eliminação do candidato.
Somente decorrida 2 horas de prova, o candidato poderá retirar-se levando o seu Caderno de Questões.
07- Reserve os 30 (trinta) minutos finais para marcar seu Cartão de Respostas. Os rascunhos e as marcações assinaladas no
Caderno de Questões não serão levados em conta.
www.ceperj.rj.gov.br
sac@ceperj.rj.gov.br
Professor Docente I - INGLÊS
08. Em “que considera a publicidade infantil abusiva, e pinta um 13. De acordo com as Diretrizes Curriculares Nacionais para
quadro de desastre para a economia caso a recomendação seja o Ensino Fundamental, são determinantes para a melhoria na
cumprida”, o emprego da vírgula permite perceber que o verbo qualidade do processo de ensino da Base Nacional Comum e sua
“pinta” se refere a: Parte Diversificada:
A) pesquisa A) uma visão única teórico-metodológica para todas as questões
B) resolução
pedagógicas e aprofundamento continuado das diferentes
C) economia
orientações originárias da Didática e da Psicologia
D) mercado publicitário
E) publicação de um estudo B) o aperfeiçoamento constante dos docentes e a garantia de sua
autonomia ao conceber e transformar as propostas pedagógicas
09. Em “pinta um quadro de desastre para a economia caso a de cada escola
recomendação seja cumprida”, o emprego da palavra “caso” indica C) a interação com a comunidade local e regional, visando à
relação lógica de: integração entre a Educação Fundamental e a vida cidadã, e
A) tempo a definição dos tópicos da Parte Diversificada em sistema de
B) causa ciclos
C) condição D) o espírito de equipe e as condições estruturais básicas para
D) finalidade planejamento dos usos de espaços e do tempo escolar pelos
E) alternância professores com o paradigma que orienta a Base Comum
10. Em “o que afetaria a comercialização de diversos produtos E) a introdução de projetos interdisciplinares pela equipe pedagó-
de sua empresa, como cadernos” (5º parágrafo), o emprego do gica na comunidade local e a interface com as Secretarias de
futuro do pretérito em “afetaria” produz os seguintes efeitos de Educação em parceria com os movimentos sociais
sentido, exceto:
A) dúvida
14. Um dos princípios que fundamentam a Educação em Direi-
tos Humanos é o da transversalidade, vivência e globalidade. O
B) hipótese
C) incerteza princípio da transversalidade considera a questão:
D) assertividade A) da interdisciplinaridade dos direitos humanos na edificação das
E) possibilidade metodologias para Educação em Direitos Humanos
B) do envolvimento integral de todos os atores da educação
C) da importância da apreensão dos conceitos e conhecimentos
CONHECIMENTOS PEDAGÓGICOS historicamente construídos sobre direitos humanos
D) da imparcialidade pedagógica com relação à liberdade religiosa
11. A Lei Federal nº 9394/1996 – Lei de Diretrizes e Bases da
e cultural no contexto educacional
Educação Nacional – no parágrafo 2º do Artigo 1º define que “A
E) do incentivo ao desenvolvimento sustentável e preservação do
educação escolar deverá vincular-se ao mundo do trabalho e à
meio ambiente para as futuras gerações
prática social.” É possível, pois, afirmar que:
A) toda a educação escolar, em todos os níveis de escolaridade, 15. As dificuldades de aprendizagem (DAs) consideradas como
deverá estar vinculada ao trabalho e à prática social inespecíficas são aquelas que:
B) apenas o ensino médio será vinculado ao trabalho e à prática A) afetam quase todas as aprendizagens escolares e não escolares
social B) afetam vários e importantes aspectos do desenvolvimento da
C) deverá acontecer a relação entre a teoria e a prática naquelas pessoa
disciplinas compreendidas como práticas C) são consequência de lesões cerebrais com origem em altera-
D) todas as disciplinas deverão promover o conhecimento dos fun- ções genéticas
damentos científicos e tecnológicos dos processos produtivos D) não afetam o desenvolvimento de modo a impedir alguma
E) a educação será considerada como uma prática social que se aprendizagem em particular
desenvolve apenas dentro das escolas e de forma sistemática E) afetam de modo específico determinadas aprendizagens esco-
lares
12. Em seu Artigo 32, a Lei de Diretrizes e Bases da Educação
Nacional – LDB preconiza que o ensino fundamental terá por obje- 16. A privação emocional grave provoca nas crianças, dentre ou-
tivo a formação básica do cidadão mediante, entre outros fatores, tros sintomas, profunda instabilidade emocional, falta de confiança
“o desenvolvimento da capacidade de aprendizagem, tendo em na exploração do mundo físico e social, desmotivação, dificuldade
vista a aquisição de conhecimentos e habilidades e a formação de de relação com professores e colegas. Com relação a esses fatores,
atitudes e valores (item III)”. Essa afirmação demonstra a ênfase pode-se afirmar que:
colocada no seguinte aspecto: A) favorecem o fracasso vital generalizado, mas não afetam a
A) domínio cognitivo de todas as disciplinas, com pleno conheci- aprendizagem
mento de todos os conteúdos B) favorecem, de maneira estável e permanente, dificuldades na
B) domínio das disciplinas das quais dependa o progresso indivi- aprendizagem e baixo rendimento
dual do aluno para seu ingresso no mundo do trabalho C) levam a distúrbios de conduta em sala de aula, mas não apre-
C) desenvolvimento da autonomia intelectual, importante para que sentam relação possível com o fracasso escolar
a pessoa saiba como aprender D) o bom funcionamento escolar e a disciplina em sala de aula
D) implantação de um currículo voltado para as competências evitam que esse problema possa surgir no aluno
atitudinais em interface com os valores familiares E) desaparecem assim que o professor passa a ser identificado
E) interação das aprendizagens escolares e extraescolares como figura de apego
25. The “Currículo Mínimo – Língua Estrangeira” (2012) aims at 32. When teaching vocabulary, teachers should be aware of the
promoting interdisciplinarity, majorly with the discipline of Portuguese purpose of the activities they propose. Harmer (2007) presents
language. The document suggests that this promotion be achieved some examples of vocabulary activities associated with a specific
by means of: purpose. One example of correct association between the activity
A) school projects and its purpose is:
B) discursive genres A) ask students to use vocabulary in their own invented stories
C) educational events – confirm correction of use
D) internet tools B) get students to add words they already know to a semantic tree
E) classroom debates on board – promote research
C) model new vocabulary by using flashcards – promote students’
26. The “Currículo Mínimo – Língua Estrangeira” (2012) has the capacity of discovery
purpose of developing the following competence in basic school
D) fill in associative tables with unknown words by using dictionaries
education:
– review previous knowledge
A) written comprehension E) identify and analyze specific vocabulary in a text – teach vocabulary
B) written production and comprehension in context-free situations
C) oral production and comprehension
D) oral and written production 33. Assuming that current language teaching tends to be eclectic
E) oral and written comprehension in terms of approaches and that this might result in inconsistent and
unfounded practice, Harmer (2007) recommends three essential
27. The “Parâmetros Curriculares Nacionais” claim that learning elements for any teaching sequence: engage, study and activate.
a foreign language contributes to the learning of the first language. The alternative with a correct example of one of these elements is:
According to this document, that can be explained by the fact that
learning a foreign language: A) discussions handled challengingly - study
B) examination and practice of language structure – engage
A) awakens cultural/linguistic curiosity
C) production of original dialogues - study
B) reduces linguistic prejudice
D) reading or listening for pleasure – activate
C) promotes intercultural awareness
E) relating classroom material to real life – activate
D) increases language knowledge
E) fosters analytical capacity 34. “Scaffolding” (Nuttall, 1996, p.36) is a process that “focus
on enabling students to develop”. In “Teaching Reading Skills in a
28. In “Oficina de Linguística Aplicada”, Moita Lopes (1996) Foreign Language”, Nuttall suggests some steps to promote this
discusses the concept of “self-fulfilling prophecy”, presented by
process. The alternative that presents one of these steps is:
Rosenthal and Jacobson in 1973. The author particularly uses this
concept to tackle the belief of failure, which: A) probing
A) public sector school teachers acquire from school about their B) summarizing
own work C) testing
B) society presents about the work of public sector school teachers D) repeating
C) lower-class students acquire from school about themselves E) translating
D) society presents about lower-class students
E) pre-service teachers present about their own work
35. In “Teaching Reading Skills in a Foreign Language”, Nuttall
(1996, p. 39) presents some reading strategies. According to the
29. In language teaching studies, some attempts of modeling the author, some of them are obvious and some are more complex.
reading process have been made. The approach to reading that is The correct correspondence between the strategy and the type is:
generally accepted today is: A) obvious – discern relationships in the text
A) interactional B) complex – skim and scan
B) top-down C) complex – identify the writer’s point of view
C) bottom-up D) obvious – recognize parts that contribute to the argument
D) logocentric E) complex – use a contents list
E) cognitive
Questions 36 through 45 are based on the text below. Read the text
30. According to the “Parâmetros Curriculares Nacionais”,
and mark the correct alternative for each question.
communicative competence is composed of the following three
types of knowledge: COUNTERPOINT: WHY DO TEACHERS LEAVE THE TOUGHEST
A) world, systemic and analytical SCHOOLS?
B) social, systemic and textual
I have taught in the Minneapolis public schools for 20 years,
C) cultural, world and systemic
after starting my career on the North Side. I feel that I must respond
D) systemic, world and textual
E) analytical, textual and systemic to the March 23 article “Poor schools, rookie teachers” and to the
idea that teachers leave the toughest schools once they have a little
31. According to Harmer (2007) in “How to teach English”, the seniority because they want something “easier.” 5
discovery approach is a possible way of teaching grammar. In this Teaching at any school is challenging. Teaching at a school
approach, teachers lead learners to build the target knowledge. where most of the children are living in poverty is challenging in a
One example of a discovery activity is: way that few people can begin to understand. Middle-class families
A) ask students to focus and analyze some sentences in a text worry about their children being ready for kindergarten, but when I
B) point to a picture and model the grammar structure began teaching, most of my kindergartners arrived at school almost 10
C) use check questions to make sure students understood the completely unprepared. Some of them were unable to speak in
explanation sentences, and that included the native English speakers. All of
D) show how a specific structure is constructed them were loved, but most had missed many of the experiences we
E) get students to repeat a certain structure chorally and individually expect children to have in their first five years. Each day I had to
15 try to make up for all that they had missed, in addition to tea- 37. This editorial is a critical response to the article “Poor schools,
ching them what they needed to know to be ready for first grade. rookie teachers” (l. 3). The critique is built against the logical relation
Each day I went home feeling like a failure. established between the two noun phrases of this title. This logical
Working with at-risk children is deeply satisfying and often joyful, relation is one of:
but sometimes it will break your heart. When your kindergartners A) contrast
20 play “duck and cover” and “call 911, my boyfriend is coming over B) concession
to kill me,” you know that they have needs that you may not be C) addition
able to address. After a few years of this, a devoted teacher may D) cause and effect
be emotionally exhausted and might reasonably decide to move to E) sequence
another school where she is less likely to burn out.
25 One year, of the children who started kindergarten with me on the 38. In the sentence “It would be nice if teachers who work in the
first day of school, only three were still there on the last day. Every most challenging schools could be paid more.” (l. 43), the personal
two or three weeks all year long, I lost a student and gained one, pronoun ‘it’ functions as an:
all the way through May. That was one of my most difficult years. A) anticipatory pronoun, referring to the following subordinate clause
By then I was a mother, had less time on evenings and weekends, B) existential pronoun, not referring to any specific noun phrase
30 and wanted to work someplace where I would have enough energy C) impersonal pronoun, used to hide the personal subject
left to bring home to my own children. D) empty pronoun, referring to weather or time phenomena
E) extended-reference pronoun, referring to the whole previous
I have taught children who had no food at home, were the
idea
victims of sexual abuse, were homeless, or had experienced
serious trauma, and my experiences are not unique in any way. 39. Lexical choices vary according to the different types of
35 My colleagues all have stories to tell. The teachers I have worked language: written or spoken. An example of a word in the text
with love children, and they love teaching. We all have had more that is typical of American conversational English is:
joyful moments than heartbreaking ones, and that is why we keep
A) minimize (l. 51)
going. Successfully reaching the children who need us the most,
B) whom (l. 46)
however, is only possible in the long term with a strong support
C) homeless (l. 33)
40 system in place.
D) someplace (l. 30)
If we are to keep new teachers from leaving the toughest schools E) seniority (l. 5)
and bring the experienced teachers back, we need to give those
teachers the help they need. It would be nice if teachers who work 40. According to the Longman Grammar (Biber et al., 1999), it is
in the most challenging schools could be paid more. More important, difficult to identify the intended time reference for the past perfect,
45 though: They should work under experienced, supportive and talented because the reference depends on the context. In “All of them were
principals whom they can trust; have a full staff of social workers and loved, but most had missed many of the experiences we expect
psychologists to help serve the children and their families, and work children to have in their first five years.” (l. 12), the time reference
in a healthy and caring school culture. They should have small class for the past perfect verb phrase is:
sizes, as well as support staff working with them in their classrooms. A) when the author began teaching these children
50 Their schools should have effective behavior staff and school behavior B) when these children arrived at kindergarten
plans that actually work to minimize disruption while keeping children C) before these children were five years old
in class and learning. D) each day the author tried to teach these children
For the past decade, I’ve worked at a school where 97 percent E) when these children reached the first grade
of the children qualify for free and reduced-price lunch. I stay
55 because the school climate is good for children and teachers
41. This text shows several examples of multiple parallel clausal
structures. One example particularly shows the repetition of subordinate
alike. I stay because my principal is wonderful, supports us and
clauses to describe the preceding noun phrase, producing a certain
does what’s best for children, and because I trust her. I stay
dramatic effect. The example is:
because my colleagues are gifted teachers and good company,
and because I continually learn from them. A) “I was a mother, had less time … and wanted to work someplace”
(l. 29)
60 Teachers do want to do what is best for the children of this city.
B) “my principal is wonderful, supports us and does what’s best for
They don’t leave some schools looking for something easier; they
children” (l. 56)
leave because of a level of stress that very few people can handle
C) “They should work under experienced … They should have
long-term. With the right support, we can strengthen our most
small” (l. 45)
challenged schools.
D) “because my colleagues are gifted … and because I continually
(Source: Star Tribune. March 26, 2014. Available at http://www.startribune.com/ learn from them” (l. 58)
opinion/commentaries/252548431.html) E) “who had no food at home, were the victims of sexual abuse,
were homeless” (l. 32)
36. According to the text, the only reason that fails to justify
teachers leaving the toughest schools is that they: 42. Adverbs present a range of semantic categories. In this text,
A) prefer to work in schools where they have institutional support we can find some of them: time, manner, degree etc. The only pair
B) are unable to cope with the type of problems they find in those that includes adverbs of different semantic categories is:
schools for much time A) successfully (l. 38) and reasonably (l. 23)
C) feel underpaid for the amount of challenges they encounter B) actually (l. 51) and alike (l. 56)
D) prefer to work in a less challenging environment C) completely (l. 11) and deeply (l. 18)
E) would rather work in a school that offers psychological D) continually (l. 59) and emotionally (l. 23)
assistance E) often (l. 18) and sometimes (l. 19)
43. According to the Longman Grammar (Biber et al., 1999, p. 48. Consider the following noun phrase: ‘the only navigable river’.
988), “collocations are associations between lexical words, so that Suppose a student asks you if there is a difference in meaning if
the words co-occur more frequently than expected by chance”. ‘navigable’ is placed after ‘river’. The alternative with the correct
This text presents several examples of collocations. The only answer and comment is:
exception is:
A) there is a difference; when in attributive position, the adjective
A) “long term” (l. 39) has an idea of permanence
B) “sexual abuse” (l. 33) B) there is a difference; when in predicative position, the adjective
C) “native speakers” (l. 12) has an idea of permanence
D) “talented principals” (l. 45) C) there is no difference; adjectives can occupy both predicative
E) “break heart” (l. 19) and attributive positions
44. One mechanism of grammatical cohesion is the use of D) there is no difference; it is incorrect to place adjectives after
substituting pro-forms. The only example of a pro-form is: nouns in English
E) there is a difference; when in attributive position, the adjective
A) “you may not be able to address” (l. 21)
is a reduced adjective clause
B) “my experiences are not unique” (l. 34)
C) “lost a student and gained one” (l. 27) 49. Consider the following sentence from a student’s essay.
D) “one of my most difficult years” (l. 28)
“The theme of this short story make us see the beauty in another
E) “more joyful moments than heartbreaking ones” (l. 37)
vision.” (source: a real student’s essay)
45. Modal verbs can be classified into two major categories of me- The sentence should be rewritten as the following alternative:
aning: epistemic and deontic. Epistemic modals refer to the logical A) The theme of this short story makes us see the beauty from
status of events or states. The following alternatives are examples another point of view
of epistemic modals. The only exception is:
B) The theme of this short story make us see beauty from another
A) “it will break your heart” (l. 19) point of view
B) “we can strengthen our most challenged schools” (l. 63) C) The theme of this short story makes us see beauty from another
C) “a devoted teacher may be emotionally exhausted” (l. 22) point of view
D) “and might reasonably decide to move” (l. 23) D) The theme of this short story makes us see beauty at another
E) “you may not be able to address” (l. 21) point of view
E) The theme of this short story makes us see beauty from other
Questions 46 through 50 present some problems English learners
point of view
usually have. Mark the correct alternative for each question.
“It begins with the Giant coming back to his garden after a
seven-year trip. When arriving they see that children play in his
garden.” (source: a real student’s essay)
The mistake that directly affects the cohesion of the extract is the/a:
A) incorrect position of the hyphenated adjectival expression
B) incorrect use of the present tense instead of the past tense
C) mismatch between a personal pronoun and a noun phrase
D) incorrect repetition of a noun phrase in both sentences
E) problem of agreement between a subject and a verb